LATIN AMERICAN STUDIES:

Transcription

1 LATIN AMERICAN STUDIES: Page 1 CENTRAL AMERICAN AND CARIBBEAN HISTORY ST. JOHNS COLLEGE HIGH SCHOOL BELIZE CITY, BELIZE The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled. This person is not afraid to meet the people or to enter into a dialogue with them. This person does not consider himself or herself the proprietor of history or of all people, or the liberator of the oppressed; but he or she does commit himself or herself, within history, to fight at their side. Paulo Freire, Pedagogy of the Oppressed

2 Page 2 Acknowledgements This curriculum was developed by the History Department of St. Johns College High School as an attempt to satisfy the need in Belize to provide a holistic historical background to the Belizean student. The persons involved included Mrs. Jessica Fernandez, Mr. Carlos Quiroz, Mr. Yasser Musa and Mr. Delmer Tzib. The program was discussed at meetings as a way to contextualize Belize s position in the We decided to teach both Central American history and history. To developed the program, we moved away from the History CSEC curriculum to give the students an understanding of both regions instead of only one. As a result, the program focuses on studying Latin After a research was conducted at the high school in relation to the African and Maya History program, it was the students that decided to continue doing regional history. They were informed about the new program and overwhelmingly they showed support. They deserve the credit for their courage to choose a new program, they spearhead the change. As Paulo Friere discusses education involves debate and empowers the students. Thank you St. Johns College high school students for sharing the views of our staff. Appreciation goes to Mr. Rolando Cocom, Mr. Cesar Ross, Dr. Aondofe Iyo, Mr. Geovanni Pinelo, Mrs. Felicita Reyes for expressing their support to the program. A special thank you goes to the Administrative team of St. John s College High School : SJC President Mr. Andrew Lopez, Ms. Yolanda Gongora (Headmaster), Ms. Mellissa Andrade (Academics- Vice-principal), Dr. Sol Yam (Student Affairs- Viceprincipal), Mr. William Skeen (Discipline- Vice-principal) History Department at St. Johns College High School Deep gratitude goes to my parents Mr. Evelio Tzib Sr. and Mrs. Ana Marleny Tzib along with all other family members. Also to my partner in life Ms. Lisa Canto. I also want to thank Mr. Yasser Musa for keeping the hope alive and nurturing the program.

3 Page 3 Curriculum prepared by: Delmer Tzib and Yasser Musa, 2015 History and Rationale to the Latin American Studies Program The African and Maya History Program (AMH) was the foundation for the formation of this curriculum. Historically Belize s educational systems focuses on the Examination Council Curriculum; this is a problem. Many of the aspects of the curriculum does not relate to the Belizean context and the Belizean student. The AMH started as a response to the need for Belizean history and is now expanding to Latin American History. Education is about harnessing the passions and abilities of the students, working with such an intense syllabus becomes contradictory to these ideals. When we search for the location of Belize on the world, we meet something that is quite interesting. We are the only country in the world that can say that we are part of the and also part of Central The question arises, why in our educational system we act as if we are only part of the? Why do we act as if Central America did not exist? How can we create a functional citizen without them knowing about their immediate neighbors? Therefore, changes need to happen in our education system in order to accommodate the Central American realities as well. In regards to history, there is great support for the teaching of regional history, it is noted that the history of a country does not exist in isolation but is rather complimented by the history of the region and the world. History knows no borders and should not be limited to any. To truly understand ourselves we need to enhance the idea of regional inter-dependence. It is important for the students to understand that to study history is not limited but is incomplete without the appreciation of the Regional history, is not simply the knowing of the region but is an essential tool towards creating nationalism. If we are part of both Central America and the, we should be learning about both of them. The activities in both regions had an impact on Belize. That is the purpose of this program, it is designed for the students to learn and have an overview of how the events in the regions affected our country. Studying Latin America entails understanding the whole area below the USA in the American region starting from Mexico, the Central America and South This course will harness a student twith general knowledge of the and Central America; to understand the relations of our regions through close examination, and critical analysis of their experiences and ours. The program was designed following the ideals of the African and Maya History Program which is focused on decolonizing the curriculum through teaching about the minorities and the struggles of the oppressed. The program promotes the idea that the teacher is the lead learner who along with the students dialogue in an effort to create a better understanding of concepts. Within the classroom theory and practice, reflection and action is always stimulated to empower students towards change. Students will realize that their voices and action can impact history. Voicing their opinions and questioning society is an important right and privilege to make a change in society. Dialogue within the classroom is an important component in this program for the students to realize the power they hold to change our realities. They will emerge from society, understand it and transform it with their work.

4 Page 4 Goals of the Latin American Studies Program The social sciences present the student with the key skills and abilities to understand their society. The Latin American Studies Program creates an open minded individual that has the knowledge, skills, values and abilities to surpass the challenges in a diverse world. Through understanding their past, cultures, and their role in the global changing environment the students will showcase skills and perspectives to solve contemporary global issues. The student will develop commitment to equity in a multicultural and multiracial society. History on a whole extends arms at promoting critical and analytical skills involving the sorting out of facts and creating a coherent system of understanding of human experiences. It enhances the student with an ability to communicate and express their views in a logical and comprehensive manner. Providing the students with the very vital tools for interpretations and rationality. Approach to planning and teaching of the Latin American Studies Program Proper planning, enthusiastic delivery, and technology are at the heart of the Latin American Studies Program. The teachers must follow the philosophy of making history a fun and interesting experience for the students: Objectives: It is vital for both students and teachers to understand the objectives for each Unit, and Lesson for assessments and activities to enhance learning of key concepts. Technology: In the current age, students are clearly technology driven. It is important to adapt to student s needs to lead them to understand the realities of life. This can be done through, pictures, cartoons, videos, websites, interactive pages (Facebook can be used), projections, among other techniques. Real experiences: The concepts about historical events need to be relatable to students and their present experiences for them to have a real connection to the past experiences and understand the process or development and underdevelopment. Concepts: This involves identifying the key concepts and themes in history and understanding them through the categories of inquiry and interpretation. The organization and examination of concepts in a logical order to the level of the students is important to the delivery of the program. Activities: Classes should have activities that enhances student discussions and interpretation. This can be done by introducing real documents, videos, interactive class games, written assessments, role plays that are all objective based in order to assess the learning in a fun manner. Students centered learning: it is vital for education in present day to be student centered; it is what helps the students learn in active and efficient manner. Planning and ensuring to cater for the students is important for the program. Some general strategies for effective teaching and learning in the area of study include: Active learning: learning environment that allows the students to talk, listen, read, write, view, and reflect based on social and historical experiences. Games are vital for learning.

5 Inquiry: Involve the learner in activity-based research into meaningful issues and problems. Ensure that the learner can and does make connections between learning and living. Cooperative Learning: Encourages small groups of students to work together for the achievement of a common goal. It provides student with the experience of working together and enhance different perspectives to the objectives of the activity. Integration of Technology: computer literacy is very important for the students, it is valuable for extending the learning experience for teaching and students making learning an interactive experience. Argumentation: Encourage argumentation and discussion within the classroom. Dialogue and fruitful argumentation in class enhances critical and analytical skills. Through stimulating and building curiosity of the learner. The teacher is central to the learning experience, a combination of objectives, decision and action is needed in effective teaching. The structure and sequence of the concepts are also vital in order to break down the information to the level of the students and give them an experience of the real world and how it shapes their social life. Page 5 LATIN AMERICAN STUDIES PROGRAM YEAR 1 Year 2 Unit 1: Discovering Latin America and ancient Latin America Unit 2: Colonialism in Spanish America Unit 3: Mexican Independence movements Unit 1: Geography and ancient Unit 2: European conquest of the Unit 3: Colonial economies in the Unit 4: The Caste war Unit 4: The Haitian Revolution Unit 5: South American independence heroes Unit 6: Central American independence/upca Unit 7: Liberal take over in Central America Unit 8: The United States in Central America Unit 9: Civil Wars in Central America Unit 5: Slavery and resistance in the Unit 6: After slave emancipation in the Unit 7: The United States in the before 1900 s Unit 8: The Cuban revolution Unit 9: Regional Integration in the

6 Page 6 UNIT 1 Topic: Discovering Latin America and Ancient Latin America Goals Learning outcomes Concepts Content Learning experiences Assessment a. Demonstrate an 1. Have students watch videos based on understanding of the Latin American 1. Geography of mainland Latin America: Mexico, Central America, the migrations into America and let them discuss on the origins of different indigenous groups. South America b. Identify the major ancient Latin American civilizations. After discussions students will be able to: Cognitive Objectives 1. Describe the geography of Latin 2. Distinguish between Ancient Latin American Civilizations. 3. Analyze the rise, development and decline of each of the Ancient Latin American Civilizations. Psychomotor Objectives 1. Construct a map highlighting the different countries in Latin 2. Master the understanding of the major achievements of the Latin American Civilization. Affective Objectives 2. Overview of the Apache 3. Overview of the Olmec civilization 4. Overview of the Aztec Civilization 5. Overview of the Inca civilization 6. Interaction between the groups: including the Maya Review the migration into America and how the different settlements created different civilizations Examine the location of the present day countries within the American continent and highlight Mainland Latin Survey the major indigenous groups of North America Describe the origins, achievements and decline of the Apache civilizations; examine their features Describe the origin, development and decline of the Olmec civilization: analyze their achievements and distinctive features Examine the origins, development and decline of the Aztec civilization; break down their achievements and features Summarize the origins, development and decline of the Inca empire; 2. Have students draw maps identifying the areas within Latin 3. Identify the major Ancient civilizations in America and have the students discuss their greatness. 4. Students can create small illustrations based on the achievements of each of the groups. 5. Students can watch videos based on the different civilizations. 6. Students can debate based on the civilizations: Olmec Heads 1. Have student s writes stories as if they were part of the migration into America (firsthand experience). 2. Draw and label the map of Latin 3. Write a short analysis based on how indigenous groups are portrayed in the media. 4. Analyze selected images based on the portrayal of indigenous groups. 5. Write a short summary based on the Apache worldview. 6. Draw an illustration of the Aztec finding their promised land. 7. Research and write a short essay based on why the Olmec are considered the mother/sister culture of the other groups in the 8. Create a poster based on the location of the Inca Empire and features of their civilization. 9. Examine the commonalities between the achievements of the different groups.

7 1. Communicate the importance of the different civilizations. 2. Justify the value of the ancient civilizations and their contributions to today. 3. Propose appreciation for the different groups describe their achievements and main features Generate the main features and influences the groups had on each other highlighting their interactions. 7. Students can gather evidence supporting the civilizations and their achievements. 8. In groups have students create posters based on the location and achievements of the Latin American civilization. 10. Write a short analysis based on the contact of these indigenous groups with foreigners and the common experiences they suffered. 11. Tests and Quizzes studied. Introduction: It is important for the students to get an idea of the geography of the region and for them to identify the different countries that we can consider as our neighbors. This unit places surveys the geography of the region and identifies the countries in the area. It also examines the development of four major civilizations/groups that dominated ancient Latin Page 7 UNIT 2 Topic: Colonialism in Spanish America Introduction: This unit introduces the students to the conquest of America by the Spanish Empire. In the previous year students were introduced to the idea of the empire and colonial intents on Belizean soils against the Maya by the Spanish. This chapter will outline the Spanish goals, the economy developed, their government and social structure developed. The colonial period needs to be explored in order to emphasize the greatness of the liberal movement in Goals Learning outcomes Concepts Content Learning experiences Assessment a. Demonstrate understanding of Spanish colonialism. 1. Review of Spanish voyages and conquest of the Ancient b. Breakdown the colonial civilizations. government and economy. 2. The Catholic aim of the Spanish empire. After discussions students will be able to: Cognitive Objectives 1. Describe the common ways in which the Spanish conquered the major Ancient civilizations in Latin 2. Examine the Spanish colonial mission. 3. Breakdown the role of the church in the colonial aims. Psychomotor Objectives 3. The role of the church in the colonial era. Review the age of exploration and the Spanish encounter with Breakdown the mission of the empire and the reasons for the encountering Examine the catholic mission and the crusades that the Spanish empire was involved in Explain the Spanish aim as being pre-capitalist Explain the Spanish process of conquest in a chronological order Describe how the church became important for colonialism: how the a. Have students write short narratives as if they were the kings of Spain expressing the aims of their empire. b. Let students watch videos based on Spanish colonialism and the conquest of the ancient empires. c. Have students get into groups to discuss the ways the ancient civilizations resisted to Spanish colonialism. d. In groups have them discuss the differences and similarities on how each of the ancient groups was conquered. 1. Examine Columbus first account when he met the indigenous groups in 2. Write a paragraph describing the commonalities between the indigenous groups that were conquered by the Spanish. 3. Create a collage based on the conquest of the Ancient Latin American civilizations. 4. Write a short story as if you were an indigenous person under the encomienda system.

8 Page 8 1. Assemble the colonial administrative system. 2. Reproduce the colonial economic system employed. 3. Compose a description for slavery within the Spanish system. Affective Objectives 1. Communicate the Spanish colonial social structure. 2. Synthesize the hacienda system. 3. Show alertness to how the movements in Spain directly affected the colonies. 4. Examine how the bourbon reforms affected the colonies in 4. The colonial economy developed: slavery and hacienda system. 5. The Spanish colonial administration 6. The Spanish colonial social structure. 7. The bourbon reforms. priests became entities for colonialism. Analyze the contact and clash of views in regards to the views of the indigenous. Describe the colonial government and control system over the colonies in America: concejo de indias Examine the exploitation started as a result of the economy; industries that started economies that developed Describe the social structure that the Spanish developed and the role of each of the groups in the social ladder. Explain the history of the bourbon take over in Spain, the changes made and the effect on American colonies. e. In pairs let students examine a short article based on pre-capitalist societies. f. Have students create a poster outlining the Spanish colonial economy. g. Have students design an info-graphic page based on the Spanish hacienda system. h. Let students discuss the role of the church in colonialism: let them examine examples of how the church was used as part of colonialism. i. Let students create short presentations based on the social structure j. Have students write a reflection based on the impact Spanish colonialism had on k. Have students create a comic strip outlining the process of conquest and colonialism. 5. Create a graphic organizer summarizing the Spanish colonial administration of the American colonies. 6. Create a poster that outlines the role of the church in the colonial process. 7. Write a paragraph explaining a precapitalist ideology and the mission of the Spanish empire. 8. In groups create a 3d model of a pyramid representing the Spanish colonial social structure. 9. Create a role play based on the role of each of the ladders of the social system in the Spanish colonial system. 10. Analyze images portraying the treatment of the indigenous in the colonial era. 11. Create a cause and effect chart outlining the changes made by the bourbon takeover of Spain and the effect on 12. Tests and Quizzes UNIT 3 Topic: Mexican Independence movements Goals Learning outcomes Concepts Content Learning experiences Assessment c. Create an After discussions students will Examine how the American elites a. In pairs have students the idea of why 1. Write a short poem describing the accurate view at be able to: 1. The caudillo began to take control of resources in the elites got power and began to fight Caudillo system. the Mexican Cognitive Objectives system for independence. 2. Create a graphic organizer popular 1. Examine the caudillo system. Describe the Caudillos developing a b. Let students create a poster describing the social situation in 2. Analyze the growth of belief 2. Early resistance sense of identity in their regions; representing the Caudillo system Mexico before the Popular d. Demonstrate in independence. to Spanish creating nationalism and the c. In pairs have students discuss the complete and concrete 3. Compare and contrast the development of the popular colonialism beginning of fighting for liberation from Spain. importance of the caudillo system for the Spanish colonies and its effects. 3. Write a short paragraph describing the importance of the life of Miguel understanding of revolution of Mexico and the 3. The popular Analyze the birth of the popular d. Using an article have students analyze Hidalgo for Mexican history. the Mexican Mexican revolution in revolution through examining Miguel the life of Miguel Hidalgo and his 4. Analyze a video based on the 4. Describe the role of then Mexico: origins, Hidalgo s actions contribution to Latin American history. actions of Miguel Hidalgo and main actors within each development and e. Show videos explaining the birth of the summarize why his movement effects popular movements became so big and successful.

9 Page 9 Psychomotor Objectives 1. Organize a chronology of events examining the origins, development and effects of the popular revolution in Mexico. 2. Compose an analysis of the different events that occurred in the Mexican 3. Combine the effects of both revolutions and examine their contributions to Mexican history. Affective Objectives 1. Systematize the popular 2. Justify the importance of the Mexican revolution for the 3. Inquire about the different events leading up to the revolutions in Mexico. 4. Native upheaval: The biography of Hidalgo and Morelos 5. The Mexican revolution: origins, development and effect to their freedom 6. The constitutionalist 7. Dictators and different independence Describe the state of Mexico when Hidalgo started the fight Examine the reaction of the colonial authorities against the revolution Describe how Jose Maria Morelos took over the movement and the effects of this movement Analyze the rise of Augustin de Iturbide to power as a dictator Portray the situation of Mexico under a new dictator and the origins of the Mexican revolution Describe the take-over by Francisco Madero Examine the constitutionalist take over in Mexico and their defeat to Carranza Describe the constant take-overs by political actors Analyze the important impact life and death of Francisco Villo and Emiliano Zapata f. Have students create comic strips that describe the situation that caused the popular g. Have students write letters as if they were part of the revolution describing their goals. h. Let students create a collage based on the elite take over in Mexico and the end of the Popular revolution i. Let students create a chronology of events describing the Mexican j. In groups provide students with an article about a major actor in the revolution for them to examine. k. Have students create maps depicting the fight of Villa and Zapata. l. Let students create role plays based on the different take overs in the Mexican m. Have students read and analyze firsthand accounts of the revolution 5. Create a collage based on the role of Jose Maria Morelos in the Provide explanations to your collage. 6. In a short paragraph describe the system of dictatorship. 7. Create a timeline with images and descriptions potraying the Mexican 8. Summarize the Mexican 9. In groups create a poster explaining the take-over by Madero and why he was not successful. 10. Create a comic strip describing the different take-over that took place in Mexico during the Mexican 11. Create a poster outlining and explaining the reason for Zapata and Villa to be considered as Heroes. 12. Tests and Quizzes Examine the extent of the revolution and its effect on Mexican history. Introduction: The movements of independence practically occurred simultaneously around Following the geographic logic this unit will focus on the Mexican movements for liberation first from Spain and then from the American oppressors. This section provides the student with the ability to understand our neighboring country s revolutionary past. UNIT 4 Topic: The Caste war Goals Learning outcomes Concepts Content Learning experiences Assessment a. Understand and After discussions students will be Breakdown the Regions that the A. Using images display to the student explore the caste war its able to: Cognitive Objectives 1. Social structure in Yucatan: Peninsulares, Maya controlled and the area controlled by the Yucatecos. the geography of the Yucatan peninsula and outline the areas that 1. Create an info-graphic chart explaining the European Yucatec descendants developments 1. Describe the role of the social and lower classes Examine the economic factor of were controlled by the Yucateco goals. and effects. structure in regards to the the exploitation of the Henequen forces and the Maya forces. 2. Create a graphic organizer explaining b. Identify the origin of the caste war. 2. Economic importance tree. B. Show the students a video based on the economic value of the Henequen effects of the 2. Examine the economic of Land and henequen Describe the capitalist aims of the importance of the henequen tree tree and its effects in the Yucatan factors for the caste war. the Yucatecos: the need for land. and the demand for it. peninsula.

10 Page 10 caste war for Belize. 3. Criticize the actions of the American elites against the Maya. 4. Analyze the actions done by both Maya groups in the Caste war. 5. Evaluate the role of Mexico in the Caste war. Psychomotor Objectives 1. Compose a vivid representation of the life of the Maya before the Caste war. 2. Refine the Maya goals in the Caste war. 3. Calibrate the goals of the European Yucatecos in the Caste war. 4. Reproduce the role of the British in the Caste war. Affective Objectives 1. Be aware of the course of the Caste war. 2. Show alertness to the actions by the Maya and the Yucatecos. 3. Synthesize how the Maya were used against each other. 3. Santa Cruz Maya and their land 4. The Icaiche Maya and their land 5. The Yucatecos attack on the Maya 6. The Maya movement over the Yucatecan areas 7. The Mexican role in the War: Maya against Maya 8. The British Role in the Caste war 9. The effects of the Caste war for Belize Present the geography of the Santa Cruz maya, their belief system, and reputation. Present the land of the Icaiche and their reputation. Describe the movement of the Yucateco forces on Maya land and the Maya union against the Yucateco forces Examine the Maya way of life and how they were defeating the Yucateco forces Describe the role of the British in aiding the Maya forces. Examine how the Mexican and Yucateco forces placed the Maya groups against each other Describe the role of the Mexican forces in the defeat of the Maya Outline the migratory routes taken by the Maya moving away from the war. Explain the effects of the caste war for British Honduras/Belize. Examine the treaty that was signed between the British and the Mexicans. C. In groups let the students examine the capitalist aims of the development of the henequen industry. D. In groups let students prepare role plays describing the mythology/story of the Santa Cruz Maya E. In pairs let students examine an article based on the Icaiche Maya. F. Show videos based on the course of the caste war. G. Let students examine articles based on the maya daily way of life and subsistence. H. Have students in pairs come up with a chronology of events explaining the Caste War. I. In pairs have students write short stories as if they were part of the war. J. Use the treaty that was carried out between the British and the Mexicans and have the students in groups discuss and analyze it. K. Have students create a poster based on the role of the British in the Caste war. 3. Write a poem based on how the Maya would have been perceiving the Yucatecos taking over their lands. 4. Draw a map of the Yucatan Peninsula labeling the areas controlled by each of the groups. Describe the borders of their regions. 5. In pairs create a cause and effect chart based on the caste war. 6. In a short paragraph examine the conditions of the Mexicans for coming to aid the Yucatecan 7. Write a letter directed to both Maya groups describing to them why they need to be united. Explain to them how they are being used against each other. 8. Create a presentation based on the treaty between the British and the Mexican authorities and its impact to Belizean history. 9. In a short paragraph highlight the impact of the Maya migration into Belize. 10. Create a map highlighting the Maya migrations into Belize as a result of the caste war. 11. Tests and Quizzes Introduction: Once the transition of power from the Spanish to the American occurred issues still began to come up within the One of the major events that directly impacted our country was the Caste war. This unit explores the origins and development of this event which shifted the lives of the Maya living in the Yucatan Peninsula. The war exposes the unfair treatment given to the Maya and the effects it had on our country. UNIT 5 Topic: South American independence heroes Goals Learning outcomes Concepts Content Learning experiences Assessment a. Explore the After discussions students will be able Examine an overview of the colonial lives of the major South to: Cognitive Objectives 1. The creation of the national sentiment in period and origins of the liberations movements. a. Have students in groups discuss the social situation during and 1. Research about the elite revolts in Latin America and write a speech American 1. Criticize the different phases of South Latin Describe nationalism and how it began to immediately after colonialism. as if you were a leader of the the liberal movement. be developed in Latin movements.

11 Page 11 liberation leaders. b. Understand the difference of the Brazilian case 2. Interpret the wave of liberal movement in the region of Latin 3. Paraphrase the lives of each of the liberal leaders. 4. Analyze the history of Brazil. 5. Compare and contrast the history of Brazil and the rest of Latin Psychomotor Objectives 1. Reproduce the importance of the acts of the liberal men. 2. Compose a vivid description of the major accomplishments of the main fathers of South 3. Assemble a complete view of the Brazilian movements for independence. Affective Objectives 1. Synthesize the similarities and differences between colonization and liberation of Brazil and the rest of Latin 2. Communicate the importance the liberators of Latin 3. Propose the impact the Latin American liberal movements on the history of Belize. 2. Overview of the liberal movements in South Latin 3. The life and legacy of Simon Bolivar 4. The life and legacy of Jose de San Martin 5. The life and legacy of Bernardo O Higgins 6. The life and legacy of Antonio de Sucre Present an overview of the liberal movements in Latin America outlining the events that were happening in the Examine the early life of Simon bolivar Outline the major fights he led and his victories and achievements Examine the legacy of Simon Bolivar in the Latin American Examine the early life of Jose De San Martin Outline the major fights he led and his victories and achievements Examine the legacy of Jose de San Martin in the Latin American Examine the early life of Bernardo O Higgins Outline the major fights he led and his victories and achievements Examine the legacy of Bernardo O Higgins in the Latin American Examine the early life of Antonio De Sucre Outline the major fights he led and his victories and achievements Examine the legacy of Antonio de Sucre in the Latin American Describe the colonial history in Brazil. Examine the liberal movements in Brazil. b. Show videos portraying how the locals were treated by the Spanish. c. Show videos portraying the biographies of the major leaders. d. Let students in pairs read a short article based on the aims of the liberal movements. e. Have students in groups identify why we should consider these persons as liberators and the importance of their legacy. f. Have students create posters on the achievements of the leaders. g. Let students write short reflections based on these men as their role models. h. Have students create a collage based on the life of one of the liberators. i. Have students draw portraits of the liberators and their accomplishments. j. Have student s role play any one of the battles that the liberators participated in. k. Show a video based on the colonial past of Brazil and their movements towards freedom from Portugal 2. Create a cause and effect chart highlighting the transfer of power from the colonial authorities to the elites. 3. Write a letter as if you were a follower of Simon Bolivar expressing how you feel about the movements. 4. Write a short biography of Simon Bolivar, Jose de San martin, Bernardo O Higgins, and Antonio de Sucre. 5. Create a timeline highlighting the major battles in Latin America for liberty. 6. Draw a comic strip describing the life of any of the Liberators. 7. Write a poem based on the aims of the liberal movements. 8. Create a poster highlighting the major achievements of any of the Latin American leaders. 9. Create a chart comparing and contrasting the liberal movements in Latin America and Brazil. 10. In an essay explain the legacy of any of the leaders for Latin 11. Tests Quizzes Introduction: This unit explored the South American liberation movements through understanding the lives of the major actors of the liberal movements in Latin It highlights the lives of Simon Bolivar, Jose de San Martin, Bernardo O Higgins, and Antonio de Sucre. The unit also explores the case of Brazil through an overview of their history. UNIT 6 Topic: Central American Independence Goals Learning outcomes Concepts Content Learning experiences Assessment

12 Page 12 a. Understand the Central American federation movement. b. Comprehend the liberal and conservative battles for Central After discussions students will be able to: Cognitive Objectives 1. Interpret the influences the actions of Simon Bolivar had on the Central American movement for independence. 2. Examine the process toward the annexation of Central America to Mexico. 3. Summarize the movement towards the creation of the federation. 4. Criticize the liberal and conservative battle for the control of Central Psychomotor Objectives 1. Reproduce the problems with the federation. 2. Compose an analysis of the effects of the several civil wars in the 1800 s. 3. Produce a list of the conservative aims. Affective Objectives 1. Communicate the caudillo and dictatorship system in Central 2. Show alertness to the conservative connection with US interest. 3. Follow upon the conservative take-over of Central 1. Bolivars influences in Central America 2. Central Annexation to Mexico 3. Independence of Central America 4. Creation of the Federation 5. Liberal vrs Conservative fight 6. Revolts against the Federation 7. Conservative control of Central America: Caudillos and Dictators 8. Conservative work with the US; Nicaraguan wars Review the movements of Simon Bolivar and the influences it had on the region Examine the central America fight for independence and them becoming part of the Mexican dictatorship Describe the liberty from the Mexican dictatorship and attainment of complete independence. Examine the term federation and explore why the Central Americans decided to create a federation Describe the level of cooperation that the central American region was experiencing at the beginning of the federation and explore the views of the countries in regards to the federation Explain the different civil wars that began to happen against the system of federation and explain the main reasons for the discontent with the system ( s) Explain the views, aims and actions of the conservatives in Central Explain the views, aims and actions of the liberals in Central Early control of the liberals and fights against the federation in the 1840 s Describe the end of the federation and its effects Examine the conservative take-over of Central America Examine the conservatives and their relationship with foreign exploiters Examine the US interests with the conservative government a. Read a poem based on the life and influence of Simon Bolivar in the b. Show videos based on the legacy and impact of Simon Bolivar. c. In groups have students discuss the movement for independence in Central d. In groups let students create a collage based on the Mexicans taking over the Central American e. Bring articles of the federation and let the students in groups analyze the aspects of the federation. f. In pairs let students discuss the meaning of independence for Central America and the effects on their lives. g. Have students create posters explaining the aims of the conservatives and the liberals in Central h. In groups have students prepare short speeches as leaders of the conservatives/liberals encourages the people for their aims. i. Have students create a chronology of the civil unrests against federation. j. In pairs let students discuss the end of the federation and the effects of the conservative taking control in Central 1. Write a letter as if you were in Central America thanking Simon Bolivar for his contributions for liberation. 2. Create an info-graphic chart explaining the Central America annexation to Mexico. 3. Write a short poem based on the liberation of Central America from Mexico. 4. Create a poster outlining the aims of the conservatives. 5. Create a poster outlining the aims of the liberals. 6. Create a chronology of events highlighting the liberal and conservative battle to take over Central 7. Using articles about the civil wars during the federation era. Write an account as if you were present in the wars. 8. In a short paragraph examine the reason for the Central Americans to be upset about the federation. 9. Create a portrait of the dictator Iturbide in Mexico and explain their legacy in Central 10. Using a graphic organizer outline the changes made by the conservatives when they entered into power. 11. Tests and Quizzes Introduction: This unit introduces the students to the movements of the Central American nations towards independence. It explores the period of being annexed to Mexico, the federation and the conservative take-over of the power in the UNIT 7 Topic: Liberal take over in Central America

13 Introduction: This unit explores the battle between the conservatives and liberals. It exposes the win of the Liberals and the changes that they began to do in Central It also assess the impact of their reforms in Page 13 Goals Learning outcomes Concepts Content Learning experiences Assessment A. Understand the importance of the liberal takeover of Central B. Comprehend the progressive ideology of the liberals Legacy of the conservatives Development for the take-over of the liberals After discussions students will be able to: Cognitive Objectives 1. Analyze the legacy of the conservative control of Central 2. Describe the process of the Liberal taking control in Central 3. Examine the reforms made by the liberals and its impact in Central 4. Analyze the legacy of the liberals in Central Psychomotor Objectives 1. Master writing expository essays based on the liberal reforms. 2. Reproduce the effects of the changes brought by the Liberals. 3. Compose a list of the different industries the liberals created. Affective Objectives 1. Inquire about the developmental approaches by the liberals. 2. Tolerate the violent take over by the Liberals. 3. Show alertness to the reasons for the liberal take over in Central 3. The liberal aims and ideals 4. Liberal reforms: industries created 5. The coffee republics 6. The different countries taking shape in central America 7. Legacy of the Liberals Review the aims of the conservative leaders and the history of how they took control Examine how they controlled the society in Central America Describe the legacy of the conservatives in Central Explain how the liberals began to gain control and get the power to take control of the government structure in Central Describe the aims of the liberals once they managed to get into the office Identify each of the reforms that they made and examine their effect on the lives of Central Americans. Examine the economic impact of their changes and how the society began to develop. Identify the industries created and pushed by the liberals in Central Describe the role of the Coffee republics in Central America Explain how each of the countries began to have a sentiment of freedom and separate nationalism. Describe how they developed into different countries. Examine the legacy of the liberals in Central a. In groups let students prepare short presentations reviewing the actions by the conservatives in Central b. In groups let students discuss how the ideology of the conservatives and the liberals clashed. c. Let students analyze articles based on how the liberals took over in Central d. In groups let students create posters describing the concept of the coffee republics e. In pairs have students write letters to the liberals expressing how they feel about their reforms. f. Let student s role play the liberal take over in Central g. Have student s interview Central Americans living in Belize to find out what they know about the coffee republics. h. Have students in groups examine how the different identities developed in Central i. Let students assess and create presentations based on the legacy of the conservatives in Central 1. Analyze an article based on the legacy of the Conservatives in Central Write a short paragraph based on the main points of the article. 2. Write a poem based on the liberal take over in Central 3. Create a chart exposing the events that led to the liberal coming into power in Central 4. Examine the reforms by the liberals and create a graphic organizer for it. 5. Create a cause and effect chart explaining the reforms and its effect on the Central American 6. Create a map highlighting the different countries that began to take shape and describe the type of economic development happening in that country. 7. In a short paragraph examine the legacy of the Liberals in Central 8. Tests and quizzes UNIT 8 Topic: The US in Central America

14 Introduction: This chapters explores how the United States began to gain influence in Central It also enhances their actions and economic interests in the Their influence was heavily felt and their legacy changed the history of Central Goals Learning outcomes Concepts Content Learning experiences Assessment a. Understand the Summarize the rise to power of the role and interests of the 1. Manifest Destiny United States and their clashes with the European powers US in Central 2. Dollar diplomacy Describe with details the manifest destiny and the other policies including: b. Realize the o Dollar diplomacy impact the US had in Central 3. Big stick policy o Big stick policy After discussions students will be able to: Cognitive Objectives 1. Analyze the manifest destiny. 2. Examine the Dollar diplomacy 3. Interpret the big stick policy. 4. Dissect the US interests in Central 5. Criticize the use of dictatorships by the US to take control of C.A. 6. Evaluate the response of the Central Americans against the US. Psychomotor Objectives 1. Calibrate the control of the Central American economy by the US. 2. Reproduce the US interest in the building of the canal in Nicaragua. 3. Compose a list of ways the Central Americans responded to the US interventions. Affective Objectives 1. Show alertness to the US intervention in the different countries in Central 2. Be open to the US role in Guatemalan History and their influence against the governments and changes they made. 3. Compare the influences of the US in Liberal and conservative clashes. 4. Nicaraguan Canal proposal: Sandinista response 5. US companies and their interests 6. Dictators in Central America and the US influences on them 7. The US in the countries: Honduras and Guatemala 8. The US and Guatemalan government Examine the police as acting as the police of the region Describe the economic goals of the US. Explain the US interest in Nicaragua and purpose of the canal ideas Describe the US economic interests in the Central American areas. Analyze the United States domination of Central Examine the role of dictators in central America Describe the US control of dictators and the influences on the governments in Central Identify and outline the US companies and their interests in Central Describe the interaction and influence of the US to Honduras. Examine the US movements and the CIA in removing governments in Guatemala. Explore the Guatemalan socialist ideas and the US countering. Examine the reaction of the Central Americans against the US. Describe the US role during the first and second half of the 1900 s. a. Use videos to show case the American rise to power in the b. Use videos to present the goals of the United States in the c. Use short articles to showcase the real reasons for the US to want to get into the d. Use short poems to analyze the goals of the US in the e. In groups have students discuss how the American policies affected our history. f. Have students create role plays to represent how the US got into the area and their interests. g. Have students create posters to represent the Nicaraguan canal project and why it was not successful. h. Haves students research the names of the companies that were in Central America and their interests. i. Haves students role play how the US used the dictators to fight against each other. j. Have student s role play the CIA intervention in Guatemala. k. In groups have students analyze the reactions of the Central Americans against the US goals. 1. Create a poster highlighting and explaining the manifest destiny, the big stick policy and the dollar diplomacy. 2. Write a poem highlighting the social situation of Central America and how the US took advantage of it. 3. In a short paragraph examine the economic goals of the US in Central 4. Create a chart explaining the Nicaraguan canal project and explain why it was unsuccessful. 5. Create s timeline outlining the major actions of the US in Central 6. Write a short story based on the US using the dictators against each other. 7. Write a letter to the dictators describing to them how the US is using them against each other. 8. Create a graphic organizer outlining the US intervention in Honduras. 9. Create a short video explaining the role of the CIA in removing governments in Guatemala. 10. In an essay explain how the US used the conservatives and Liberals in Central America in their favor. Page 14 UNIT 9 Topic: Civil war in Central America

15 Introduction: This unit explores the development of the different civil wars in Central America and their effects in the contemporary realities of Central Goals Learning outcomes Concepts Content Learning experiences Assessment a. Comprehend the origins and development of the different civil wars in Central 1. The alliance for progress in Central America After discussions students will be able to: Cognitive Objectives 1. Describe the different civil wars in Central 2. Examine the role of the church as a liberation element in Central 3. Analyze the Sandinista 4. Examine the role of the dictatorships in the civil wars. 5. Breakdown the different scenario of Costa Rica in Central Psychomotor Objectives 1. Complete an understanding of the times of peace and negotiations in Central 2. Reproduce the impact of the Guerillas in Central American history. 3. Compose the role of the OAS in pacifying the Affective Objectives 1. Synthesize the effect of the civil wars in Central America (each country). 2. Explain the course of the civil wars. 3. Show alertness to the Costa Rican experience. 2. The role of the Church in fighting for the people 3. Sandinista revolution in Nicaragua 4. Civil war in El Salvador: death squads and guerilla 5. Civil war in El Salvador as reaction in the 1980 s 6. Civil wars in Guatemala: treatment of the peasants 7. Corruption in Central America 8. The Costa Rican experience Describe the aims of alliance for progress and its ideals: examine how their goals gave false hopes Examine how the alliance for progress was unsuccessful and the social situation created. Examine how the church began to react and fight for the people Identify the actions taken by the church and its leaders. Examine the role of the US in the Sandinista revolution Describe the origins and aims of the Sandinista revolution Breakdown the legacy of the Sandinista revolution in Nicaragua and Central Describe the social situation in El Salvador and the conditions that lead to the start of the civil wars Examine the role of the death squads and guerilla in combating the governments Express the sentiments of the regular citizens while the civil war was going on. Describe the development of the war and the second wave of action in the 1980 s Describe the military dictatorships in Guatemala and their treatment of the peasants Discuss the aims of the military dictators. Explain the corruption scandals in Central Explore Costa Rican history, difference between them and the rest of Central Examine the relationship between the rest of Central America and Belize. a. Show videos that explain properly the purpose of the Alliance for Progress program b. Use pictures showcase the social situation in most Central American countries. c. In groups have students discuss the role of the church in fighting for the people. d. Use images to represent the role of the church. e. Have students act as teacher to present a chronology of the civil wars in Central America f. In groups have students analyze articles based on the reasons for the beginning of the civil wars. g. Use graphic organizers to breakdown the origins, development and effects of each of the civil wars. h. Let students create post cards summarizing the information based on the civil wars. i. In groups let the students assess the importance of the guerillas and death squads. j. Let students prepare presentations based on the aims of the dictatorships in Guatemala. k. Let students create graphic organizers explaining the role of the OAS in Central l. Let students research on Costa Rican history. 1. Create a graphic organizer explaining the aims of the alliance for progress in Central 2. Create drawings to represent why the alliance for progress was unsuccessful. 3. Write as if you were a church leaders and explain the role of your church and your activities to fight for the people. 4. Create a compare and contrast chart of the different civil wars in Central 5. Create a poser on the Sandinista revolution and its effects. 6. Create a role play highlighting the role of the guerillas and death squads in the civil wars. 7. Write a short poem based on the lives of the people that fought in the civil wars. 8. Interview other Central Americans living in Belize based on the civil wars 9. Write a short research project based on the Costa Rican experience. 10. In a short essay examine the place of Belize in the Central American context. 11. Tests and Quizzes Page 15